Journal of ELT Research
Journal of ELT Research, Vol 4 Issue 1,Contents: 1) From the Editors, 2) Rhetorical Reading for Writing Strategies, 3) Malaysian Undergraduates’ Behavioural Intention to Use LMS for Online Learning: An Extended Self-Directed Learning Technology Acceptance Model (SDLTAM), 3) The Use of Social Media in Designing the Writing Assessment for EFL Students, 4) Contrastive Analysis Hypothesis and Second Language Learning, 5) The Contribution of Facebook Group in Writing Activity, 6) Examining Students’ Response to Student-Centered Classroom Instruction, 7) The Comparison of the Phonological Features of Sikka Language and English, and 8) Linguistic Imperialism: Native-Speakerism from the Perspective of Non-Native English Learners.
Articles
156 Documents
<![CDATA[Prosody Analysis of Mariah Carey’s 1999 Billboard Award Speech and Its Contribution to EFL ]]>
<![CDATA[Setiawan, Heri]]>
<![CDATA[ Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 2 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Prosodic elements are the essential elements in human beings’ speech that can be used to know what the speakers of an utterance exactly mean when they are speaking. This research was a work of analysis on prosody of speech to know the emotion and the meaning of utterances. Descriptive qualitative type of research model was employed in this research. The object of the research was Mariah Carey’s speech when she was receiving a special award named the Billboard artist of the decade in 1999. The researcher was interested in not only knowing about Mariah Carey’s emotion and meaning when she was delivering her speech but also finding other uses of prosodic elements which were not found in the supporting previous literatures used in this research. Moreover, the possible contribution which these research findings could contribute to the EFL teaching and learning was also addressed. It is evident that prosody definitely has significant contribution in EFL teaching and learning especially in improving speaking and reading comprehension skills.]]>
<![CDATA[Drama in the EFL Classroom: Critical Review of the Literature ]]>
<![CDATA[Ilyas, Hamzah Puadi]]>
<![CDATA[ Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 2 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This article presents critical review of three empirical studies on the use of drama in language learning. Results of those studies are very supportive to integrate drama into EFL. Also, the results of the studies are in agreement with the ideas stating that drama can give positive contributions to students’ language proficiency. In fact, apart from improving students’ language skills, drama can promote collaboration and negotiation. Given the advantages of using drama in the EFL classroom shown by those studies, there is little information concerning the use of drama in the Indonesian EFL. ]]>
<![CDATA[The Application of Multimedia-Based Presentation in Improving Students’ Speaking Skill ]]>
<![CDATA[Fauzi, Imam]]>
<![CDATA[ Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Although speaking is one the important skills, it is not easy to have this skill. English teachers have used various techniques to improve students’ speaking skill. So far, however, there has been little discussion about the role of multimedia-based presentation in improving students’ speaking skill. This action research taking place at a private university in Serang, Banten investigated the use of multimedia-based presentation to improve speaking skill. The findings showed that students’ speaking and presentation skills improved and their confidence to speak in front of the class increased. Students also learned technology which is beneficial for their study and future career. This study, therefore, suggests that teachers consider this aid in teaching-learning processes. ]]>
<![CDATA[A Study of Augmentativization in English and Bangla ]]>
<![CDATA[Morshed, Sarwar]]>
<![CDATA[ Journal of ELT Research 2018: Journal of ELT Research, Vol. 3 , Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/JER_Vol3Issue1pp68-77
<![CDATA[Augmentativization refers to the processes of formation of words denoting largeness. In this study, the researcher has juxtaposed English and Bangla vis-à-vis their mechanisms in the construction of augmentatives. The present research reveals that the languages under this study have striking similarities in the process of augmentativization. Both the languages use affixation in the construction of augmentatives. Curiously, the two languages employ prefixation to form the bulk of their augmentative vocabulary. Suffixation in augmentativization is very marginal in both the languages. Apart from affixation, the two languages employ compounding to form augmentatives. Still, the two tongues have another category of augmentatives known as frozen or lexicalized augmentatives. The catalogue of identical processes used in the construction of augmentatives does not end here. Borrowing is a good source of augmentative vocabulary in both the languages. English and Bangla have borrowed augmentatives or augmentative markers from foreign sources. Gradation of augmentatives is also possible in both the languages.
Keywords: augmentative, augmentizer, frozen augmentative, morphological augmentative, pragmatic function.]]>
<![CDATA[Historical Perspective: The Development of Critical Thinking in Indonesian ELT ]]>
<![CDATA[Ilyas, Hamzah Puadi]]>
<![CDATA[ Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 2 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/JER_Vol2Issue2pp89-102
<![CDATA[Even though critical thinking has been included in education system in Indonesia, it is unlikely to be widely implemented in teaching-learning processes in all levels of education in this country. Indonesian ELT (English Language Teaching) can actually play a role in promoting critical thinking in education. However, the development of ELT in this country since colonial to present era does not seem to facilitate students’ critical thinking skill. This article presents historical perspective with regard to ELT and critical thinking. The first part reviews the history of Indonesian education which did not promote critical thinking, followed by the historical development of Indonesian ELT. The third part discusses socio-political condition which could be partly solved by promoting critical thinking in education and society. The final part suggests incorporation of critical thinking into English textbooks as ELT can also be used as a vehicle for teaching critical thinking. ]]>
<![CDATA[The Use of Song Worksheet to Enhance EFL Elementary School Students’ Vocabulary Mastery ]]>
<![CDATA[Fadhli, Ahmad]]>
<![CDATA[ Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This study aimed to enhance students’ vocabulary mastery through the use of song worksheet. Twenty-two fourth graders of an elementary school in Indonesia were selected as participants. Action research was adopted in this study consisting of three cycles. To find out students’ achievement, vocabulary test was given. To investigate students’ responses, observation and interview were implemented. Findings showed that song worksheet could enhance students’ vocabulary mastery. They also gave positive responses to the use of song worksheet. However, students complained that the songs were too fast. This study supports the use of songs in the EFL context which could make teaching-learning processes more fun. ]]>
<![CDATA[Terrorism in Newsweek: Unveiling the Connection between Language, Ideology, and Power ]]>
<![CDATA[Adi, Bambang Trisno]]>
<![CDATA[ Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 2 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[The study analyzes the discourse on terrorism in the Newsweek magazine and exposes how the notion of ideology and power contributes to the hegemonic representations of Muslims and Islam in the post 9/11 attacks on the World Trade Centre (WTC). Two Newsweek articles appeared on the 24th September 2001 were selected. The study employed Fairclough’s Critical Discourse Analysis (CDA); this is a five-stage analytical methodology that perceives language within a three-dimensional framework: text, discourse, and society. The representation of discourse on terrorism, as found in the analysis, supports a conception that media coverage is not merely the representation of facts but also that of ideas which has gone through various considerations incorporating the three key notions of text, discourse and society altogether. The elements within the textual level and discourse level were ideologically used to represent terrorism with regard to its actor, process, and goal, constituting a commonsense as to how it should be perceived. The study concluded that the representation of discourse on terrorism in Newsweek during the post 9/11 period was perceived from what Chomsky considers as the propagandistic approach.]]>
<![CDATA[The Relationship between Field Dependence-Independence and Reading Strategy toward Reading Comprehension ]]>
<![CDATA[Rahmani, Bita Dwi]]>
<![CDATA[ Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This study investigated the relationship between learning style (X1) and reading strategy (X2) toward reading comprehension (Y). The learning style is categorized into two: field independence (FI) and field dependence (FD). This study was carried out in one of the public senior high schools in Jakarta by using purposive sampling technique; 79 out of 120 students of science class in academic year 2008-2009 were chosen. The quantitative and qualitative methods were used to analyze the data. Questionnaires and one reading comprehension test were distributed to analyze the data quantitatively. The first instrument identified students belonging to FI or FD. The second instrument concerned with identifying the frequency of reading strategy that students mostly used. 20 numbers of reading comprehension test were given to measure the comprehension and strategy that they used. This study found that both learning style (X1) and reading strategy (X2) influenced the reading comprehension (Y). In other words, the more independent students are and the more frequent they use strategy, the greater they will comprehend the text. As a consequence, the findings suggest that teachers introduce various kinds of strategy in reading comprehension because every student needs particular strategy. ]]>
<![CDATA[Indonesian EFL Teachers' Conceptions of Critical Thinking ]]>
<![CDATA[Ilyas, Hamzah Puadi]]>
<![CDATA[ Journal of ELT Research 2018: Journal of ELT Research, Vol. 3 , Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/JER_Vol3Issue1pp29-37
<![CDATA[This study aims to investigate the Indonesian EFL (English as a Foreign Language) teachers’ conceptions of critical thinking. 59 teachers coming from three different provinces (Jakarta, Banten, West Java) in Indonesia participated in this study by answering open-ended questionnaire. The questionnaire asked two questions. The first question asked whether the participant recognised the term ‘critical thinking.’ The second question asked how the participant conceptualised critical thinking. The study found that only one teacher who never heard the term critical thinking. With regard to the conceptions of critical, there were some emerging themes such as analysis, evaluation, criticism, creativity, problem solving, reflection, curiosity, and even Bloom’s taxonomy. Findings of this study are similar to the critical thinking conceptions proposed by Western academics.]]>
<![CDATA[The Implementation of One-Week-One-Article Program in a Reading Class: A Reflective Practice ]]>
<![CDATA[Rahmatullah, Yudi]]>
<![CDATA[ Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 2 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This article presents my reflections on the implementation of one-week-one-article program. Fifty-three students participated in this program. Every week they presented the article they had read. I found that the majority of students actively participated in this program, showing seriousness in understanding the content of the article, the pronunciation of difficult words, and the flow of the presentation. This program at least promoted three aspects: students’ motivation, cooperative learning, and their critical thinking. Even though this program was conducted for university students, it is likely to be working with students of junior and senior secondary school with some modification.]]>
